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Contentid:
6188
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Title: Ancient Greek Tutorials Online
Body: From http://socrates.berkeley.edu/~ancgreek/ancient_greek_startGK.html Material in this site is based on Donald J. Mastronarde, Introduction to Attic Greek. However, the tutorials should be helpful to anyone learning ancient Greek from any textbook. Modules include the following: Pronunciation Guide provides information and examples for the pronunciation of the sounds of ancient Attic Greek. Pronunciation Practice provides examples of pronunciation of over 100 basic Greek words. Accentuation Tutorial presents information and examples to help in the understanding and mastery of the accentuation system of ancient Attic Greek. Accentuation Practice presents interactive exercises to test and develop mastery of the accentuation system of ancient Attic Greek. Principal Parts presents various drills for principal parts (the full set of principal parts of over 250 verbs in the textbook are available; random drills and drills by alphabetic set and verb type set are also available). Vocabulary presents over 1000 basic words of Greek vocabulary, with choice of mode of action (study mode or drill mode, Greek to English or English to Greek) and drill by alphabetic and random sets as well as by units. Verb Drill presents Greek verb forms for identification. There are about 1500 verb forms in the database. In addition to drill by unit (matched to the book, but providing more forms than in the Exercises), drill by random set and drill by sets defined by type of form are available. Noun Drill is a shorthand name for a declensional drill including forms of nouns, adjectives, and pronouns. There are about 900 forms in the database. In addition to drill by unit (matched to the book, but providing more forms than in the Exercises), drill by random set and drill by sets defined by type of form are available. English-Greek provides drill in composing Greek inflectional forms. There are over 800 forms available. Two modes of drill are available. Paradigms presents verb paradigms and noun, adjective, and pronoun paradigms. Visit the tutorial and try out the modules at http://socrates.berkeley.edu/~ancgreek/ancient_greek_startGK.html .
Source: University of California-Berkeley
Inputdate: 2007-05-13 09:16:54
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Title: Ancient Greek Tutorials Online
Body: From http://socrates.berkeley.edu/~ancgreek/ancient_greek_startGK.html Material in this site is based on Donald J. Mastronarde, Introduction to Attic Greek. However, the tutorials should be helpful to anyone learning ancient Greek from any textbook. Modules include the following: Pronunciation Guide provides information and examples for the pronunciation of the sounds of ancient Attic Greek. Pronunciation Practice provides examples of pronunciation of over 100 basic Greek words. Accentuation Tutorial presents information and examples to help in the understanding and mastery of the accentuation system of ancient Attic Greek. Accentuation Practice presents interactive exercises to test and develop mastery of the accentuation system of ancient Attic Greek. Principal Parts presents various drills for principal parts (the full set of principal parts of over 250 verbs in the textbook are available; random drills and drills by alphabetic set and verb type set are also available). Vocabulary presents over 1000 basic words of Greek vocabulary, with choice of mode of action (study mode or drill mode, Greek to English or English to Greek) and drill by alphabetic and random sets as well as by units. Verb Drill presents Greek verb forms for identification. There are about 1500 verb forms in the database. In addition to drill by unit (matched to the book, but providing more forms than in the Exercises), drill by random set and drill by sets defined by type of form are available. Noun Drill is a shorthand name for a declensional drill including forms of nouns, adjectives, and pronouns. There are about 900 forms in the database. In addition to drill by unit (matched to the book, but providing more forms than in the Exercises), drill by random set and drill by sets defined by type of form are available. English-Greek provides drill in composing Greek inflectional forms. There are over 800 forms available. Two modes of drill are available. Paradigms presents verb paradigms and noun, adjective, and pronoun paradigms. Visit the tutorial and try out the modules at http://socrates.berkeley.edu/~ancgreek/ancient_greek_startGK.html .
Source: University of California-Berkeley
Inputdate: 2007-05-13 09:16:54
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Contentid:
6189
Content Type: 1
Title: Links to Useful Websites for Teaching Italian
Body: From http://www.uni.edu/becker/italiano2.html This page has extensive links to Italian Internet resources. Links are thematically grouped: grammar, in Italian, Italy and Italian culture, Italian food and recipes, Italian search engines, dictionaries, language games, Italian art, and miscellaneous. The listing of links is available at http://www.uni.edu/becker/italiano2.html .
Source: University of Northern Iowa
Inputdate: 2007-05-13 09:18:56
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Title: Links to Useful Websites for Teaching Italian
Body: From http://www.uni.edu/becker/italiano2.html This page has extensive links to Italian Internet resources. Links are thematically grouped: grammar, in Italian, Italy and Italian culture, Italian food and recipes, Italian search engines, dictionaries, language games, Italian art, and miscellaneous. The listing of links is available at http://www.uni.edu/becker/italiano2.html .
Source: University of Northern Iowa
Inputdate: 2007-05-13 09:18:56
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6190
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Title: AP Italian Language and Culture Course Home Page
Body: From http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/28458.html This website offers Italian AP course and exam information, articles giving advice for AP Italian classrooms, notices of professional development opportunities, teachers’ resource reviews, and listservs and a newsletter. Visit the website at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/28458.html .
Source: College Board Advanced Placement Program
Inputdate: 2007-05-13 09:21:19
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Title: AP Italian Language and Culture Course Home Page
Body: From http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/28458.html This website offers Italian AP course and exam information, articles giving advice for AP Italian classrooms, notices of professional development opportunities, teachers’ resource reviews, and listservs and a newsletter. Visit the website at http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/28458.html .
Source: College Board Advanced Placement Program
Inputdate: 2007-05-13 09:21:19
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6191
Content Type: 1
Title: Online Austrian-German Translator
Body: Using the form available at this site, you can learn the German word or expression for many Austrian expressions that differ from standard German. Select an Austrian word or expression from a short drop-down list to find the German equivalent. Available at http://german.about.com/library/bldialect_aus01.htm?nl=1 .
Source: About.com
Inputdate: 2007-05-13 09:23:24
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Title: Online Austrian-German Translator
Body: Using the form available at this site, you can learn the German word or expression for many Austrian expressions that differ from standard German. Select an Austrian word or expression from a short drop-down list to find the German equivalent. Available at http://german.about.com/library/bldialect_aus01.htm?nl=1 .
Source: About.com
Inputdate: 2007-05-13 09:23:24
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6192
Content Type: 1
Title: Rules of French Writing
Body: From http://french.about.com/library/bl-reglesdecriture.htm?nl=1 Similar to an email joke in English in which sentences stating writing rules make the very mistakes that they tell you to avoid, this is a collection of such statements in French, with some links to pages explaining the rule. Available at http://french.about.com/library/bl-reglesdecriture.htm?nl=1 .
Source: About.com
Inputdate: 2007-05-13 09:25:04
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Title: Rules of French Writing
Body: From http://french.about.com/library/bl-reglesdecriture.htm?nl=1 Similar to an email joke in English in which sentences stating writing rules make the very mistakes that they tell you to avoid, this is a collection of such statements in French, with some links to pages explaining the rule. Available at http://french.about.com/library/bl-reglesdecriture.htm?nl=1 .
Source: About.com
Inputdate: 2007-05-13 09:25:04
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Contentid:
6193
Content Type: 1
Title: El Prado Art Galleries Online
Body: From http://www.spanisharts.com/prado/prado.htm Want to put more art into your Spanish classes? This website gives some background about the Prado Museum in Madrid: its history and an overview of its collections. From there one can enter an online gallery and view major works of art, searchable by artist. The site is available at http://www.spanisharts.com/prado/prado.htm .
Source: SpanishArts.com
Inputdate: 2007-05-13 09:26:06
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Title: El Prado Art Galleries Online
Body: From http://www.spanisharts.com/prado/prado.htm Want to put more art into your Spanish classes? This website gives some background about the Prado Museum in Madrid: its history and an overview of its collections. From there one can enter an online gallery and view major works of art, searchable by artist. The site is available at http://www.spanisharts.com/prado/prado.htm .
Source: SpanishArts.com
Inputdate: 2007-05-13 09:26:06
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6194
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Title: Resource for Teaching Accents and Dialects
Body: From http://linguistlist.org/issues/18/18-1151.html The British Library in London has just launched a website at http://www.bl.uk/learning/langlit/sounds/index.html . This includes a clickable map of the whole UK (not just England) that takes you to annotated and transcribed audio files for the accents concerned and which even gives a choice of date for the recordings - 1950s or 1990s. It also allows school and university students to upload recordings of their own accent for the archives. Those of you in other countries may find it helpful in your own teaching, but of course it's of most immediate relevance inside the UK.
Source: LINGUIST List
Inputdate: 2007-05-13 09:27:18
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Title: Resource for Teaching Accents and Dialects
Body: From http://linguistlist.org/issues/18/18-1151.html The British Library in London has just launched a website at http://www.bl.uk/learning/langlit/sounds/index.html . This includes a clickable map of the whole UK (not just England) that takes you to annotated and transcribed audio files for the accents concerned and which even gives a choice of date for the recordings - 1950s or 1990s. It also allows school and university students to upload recordings of their own accent for the archives. Those of you in other countries may find it helpful in your own teaching, but of course it's of most immediate relevance inside the UK.
Source: LINGUIST List
Inputdate: 2007-05-13 09:27:18
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6195
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Title: Article: Pilot Program for Recent Immigrants
Body: From http://www.washingtonpost.com/wp-dyn/content/article/2007/03/26/AR2007032601813.html Montgomery Aims to Fill In Gaps for Teen Immigrants By Daniel de Vise, Washington Post Staff Writer Tuesday, March 27, 2007 Gerber Lisama started school at age 6. At 7, he was working in Salvadoran cornfields. Toiling in the morning, studying in the afternoon, he needed three years to complete first grade. Now 17, Lisama is a freshman at Gaithersburg High School. But after a year in the United States, he speaks almost no English, writes choppily in Spanish and cannot compute beyond simple arithmetic. Yesterday, Montgomery County school officials announced a pilot program tailored to the specific needs of students such as Lisama: recent immigrants who have had little formal education although they are reaching the age when most native-born Americans graduate from high school. The program, Students Engaged in Pathways to Achievement, would begin this summer at Wheaton High School, a campus serving a large immigrant population, and focus initially on about 15 students in their late teens. Students would be taught functional English, with an emphasis on career-specific vocabulary. Other classes would explore careers, including horticulture, cosmetology and hospitality. Students also would be taught to read and write fluently in their native Spanish. Read the entire article at http://www.washingtonpost.com/wp-dyn/content/article/2007/03/26/AR2007032601813.html .
Source: The Washington Post
Inputdate: 2007-05-13 09:28:52
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Title: Article: Pilot Program for Recent Immigrants
Body: From http://www.washingtonpost.com/wp-dyn/content/article/2007/03/26/AR2007032601813.html Montgomery Aims to Fill In Gaps for Teen Immigrants By Daniel de Vise, Washington Post Staff Writer Tuesday, March 27, 2007 Gerber Lisama started school at age 6. At 7, he was working in Salvadoran cornfields. Toiling in the morning, studying in the afternoon, he needed three years to complete first grade. Now 17, Lisama is a freshman at Gaithersburg High School. But after a year in the United States, he speaks almost no English, writes choppily in Spanish and cannot compute beyond simple arithmetic. Yesterday, Montgomery County school officials announced a pilot program tailored to the specific needs of students such as Lisama: recent immigrants who have had little formal education although they are reaching the age when most native-born Americans graduate from high school. The program, Students Engaged in Pathways to Achievement, would begin this summer at Wheaton High School, a campus serving a large immigrant population, and focus initially on about 15 students in their late teens. Students would be taught functional English, with an emphasis on career-specific vocabulary. Other classes would explore careers, including horticulture, cosmetology and hospitality. Students also would be taught to read and write fluently in their native Spanish. Read the entire article at http://www.washingtonpost.com/wp-dyn/content/article/2007/03/26/AR2007032601813.html .
Source: The Washington Post
Inputdate: 2007-05-13 09:28:52
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Contentid:
6196
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Title: Article: Phrasal Verbs: For Beginners Only
Body: Phrasal Verbs: For Beginners Only Nevin Siders Phrasal verbs are an intimate, solid foundation of all Germanic languages, but perhaps even more so in English than in the others. The underlying system of English would be difficult to comprehend without them, and much of the rest of the language would be confusing and arbitrary until these items are learned. We foreign language teachers do a great disservice to any student who we deprive of this knowledge - doubly so because there are easy, excellent ways to present phrasal verbs from the very first week of classes! Read the entire article, which includes an explanation of phrasal verbs and descriptions of activities involving them in the first weeks of language instruction, at http://www.hltmag.co.uk/mar07/sart01.htm .
Source: Humanising Language Teaching
Inputdate: 2007-05-13 09:30:14
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Title: Article: Phrasal Verbs: For Beginners Only
Body: Phrasal Verbs: For Beginners Only Nevin Siders Phrasal verbs are an intimate, solid foundation of all Germanic languages, but perhaps even more so in English than in the others. The underlying system of English would be difficult to comprehend without them, and much of the rest of the language would be confusing and arbitrary until these items are learned. We foreign language teachers do a great disservice to any student who we deprive of this knowledge - doubly so because there are easy, excellent ways to present phrasal verbs from the very first week of classes! Read the entire article, which includes an explanation of phrasal verbs and descriptions of activities involving them in the first weeks of language instruction, at http://www.hltmag.co.uk/mar07/sart01.htm .
Source: Humanising Language Teaching
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6197
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Title: Ideas for Assessing Speaking
Body: Three ideas from FLTEACH users for speaking assessments at the end of the year: For the speaking portion of the final exam, I have them do an impromptu skit. I print out a list of topics or "situations.” For example, for Spanish II, one of the situations may read, "You are a family of three--mom, dad, and son/daughter. You are on a train to Chicago, or at least that is what you think. What does the family do when they find out that they got on the wrong train?" If the situation is for FOUR people, I simply choose FOUR names from a cup. Every person needs to talk. If a student doesn't talk, I put their name back in the cup until they do. I give them a FIVE-MINUTE limit from the moment I give them the script. A colleague of mine has adapted this but gives the kids five minutes to prepare, so the first group would get five minutes, and while they are presenting, the next group is planning. Pamela. Re: assessing for speaking. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Apr 2007). --- During the entire month of May, I have the opening exercise in every class of "talking about the picture." I put old transparencies on the overhead projector, and I call on about 1/3 of the class to "talk about the picture." I tell the beginning students they need to tell me at least five sentences about the picture: "The girl is little, the boy is talking to the girl"... whereas the intermediate students need to use some of the skills they've learned (past tense, pronouns, etc.) "The blond girl gave the boy a picture, and he returned it to her." And the advanced classes need to show more fluency and ease instead of just five disjointed sentences. On the day before the written exam, after attendance, they all sit in the hallway. I call one in at a time, and show a new picture. I let them have a few minutes to sit and look at it and formulate what they are going to talk about. When they talk, I take notes, and I briefly relate my opinion of how they did. The person who just spoke stays in the room, (studying for the written exam)... they just call the next person into the room (a name drawn out of a basket) so that they can all use the same picture without anyone knowing ahead of time what the it is. In the larger classes, I use two pictures. I tell one student who just enters the room, he/she is "on deck" and has time to look at that picture while another student is talking to me at my desk. Flaugher, D. assessing for speaking. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Apr 2007). --- I do a “fiesta oral” with my class. First, we have two days of "oral practice.” The night before, for homework, I have them go through all the chapters they have studied that term and formulate general questions (not "yes or no") using the vocab and verb tenses. On Practice Day 1, they switch papers with a partner and go around asking each other questions for practice. They must talk in Spanish the whole period-- I give them a score out of 10 just for participating and working hard. That night, I look through their questions and choose about 15. On Practice Day 2, I have a transparency of the final 15 (they have access to a copy on my website). They once again spend the whole period talking in Spanish and can earn 10 points. On the day of the "Fiesta Oral", students bring food and we pretend we are at a social event. They mix and mingle quietly (in Spanish) and one by one come to me and pull one of the 15 questions out of a basket. I ask them the question and they answer. Depending on how much they talk, I could ask 4 questions, or just 2. I give them a grade out of 80 using a rubric. After every one has gone once, if students feel like they could have done better or froze up, etc., I give them a chance to come visit me again. Lewis, Joy. Re: assessing for speaking. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Apr 2007).
Source: FLTEACH
Inputdate: 2007-05-13 09:52:41
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Title: Ideas for Assessing Speaking
Body: Three ideas from FLTEACH users for speaking assessments at the end of the year: For the speaking portion of the final exam, I have them do an impromptu skit. I print out a list of topics or "situations.” For example, for Spanish II, one of the situations may read, "You are a family of three--mom, dad, and son/daughter. You are on a train to Chicago, or at least that is what you think. What does the family do when they find out that they got on the wrong train?" If the situation is for FOUR people, I simply choose FOUR names from a cup. Every person needs to talk. If a student doesn't talk, I put their name back in the cup until they do. I give them a FIVE-MINUTE limit from the moment I give them the script. A colleague of mine has adapted this but gives the kids five minutes to prepare, so the first group would get five minutes, and while they are presenting, the next group is planning. Pamela. Re: assessing for speaking. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Apr 2007). --- During the entire month of May, I have the opening exercise in every class of "talking about the picture." I put old transparencies on the overhead projector, and I call on about 1/3 of the class to "talk about the picture." I tell the beginning students they need to tell me at least five sentences about the picture: "The girl is little, the boy is talking to the girl"... whereas the intermediate students need to use some of the skills they've learned (past tense, pronouns, etc.) "The blond girl gave the boy a picture, and he returned it to her." And the advanced classes need to show more fluency and ease instead of just five disjointed sentences. On the day before the written exam, after attendance, they all sit in the hallway. I call one in at a time, and show a new picture. I let them have a few minutes to sit and look at it and formulate what they are going to talk about. When they talk, I take notes, and I briefly relate my opinion of how they did. The person who just spoke stays in the room, (studying for the written exam)... they just call the next person into the room (a name drawn out of a basket) so that they can all use the same picture without anyone knowing ahead of time what the it is. In the larger classes, I use two pictures. I tell one student who just enters the room, he/she is "on deck" and has time to look at that picture while another student is talking to me at my desk. Flaugher, D. assessing for speaking. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 28 Apr 2007). --- I do a “fiesta oral” with my class. First, we have two days of "oral practice.” The night before, for homework, I have them go through all the chapters they have studied that term and formulate general questions (not "yes or no") using the vocab and verb tenses. On Practice Day 1, they switch papers with a partner and go around asking each other questions for practice. They must talk in Spanish the whole period-- I give them a score out of 10 just for participating and working hard. That night, I look through their questions and choose about 15. On Practice Day 2, I have a transparency of the final 15 (they have access to a copy on my website). They once again spend the whole period talking in Spanish and can earn 10 points. On the day of the "Fiesta Oral", students bring food and we pretend we are at a social event. They mix and mingle quietly (in Spanish) and one by one come to me and pull one of the 15 questions out of a basket. I ask them the question and they answer. Depending on how much they talk, I could ask 4 questions, or just 2. I give them a grade out of 80 using a rubric. After every one has gone once, if students feel like they could have done better or froze up, etc., I give them a chance to come visit me again. Lewis, Joy. Re: assessing for speaking. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Apr 2007).
Source: FLTEACH
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